The Reliability of Distance Run Tests for Children in Grades K—4     

Roberta E. Rikli  Clayre Petray  Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(3):270-276

Abstract

The purpose of this study was to determine test–retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/walk tests for children in Grades K—4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) complied the test–retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 < R < .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 < R < .83), but is not reliable for children in Grades K and 1 (.34 < R < .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 < R < .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 < P < .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.  相似文献   

Effects of Method of Subject Selection (Volunteer vs Random) and Treatment Variable on Motor Performance     

Beverly Arnett  Roberta Rikli 《Research quarterly for exercise and sport》2013,84(4):433-440

Abstract

The purpose of this study was to test for possible interaction effects between method of subject selection (volunteer vs random) and a selected treatment variable—verbal encouragement. The presence of such an interaction would suggest that generalizations regarding verbal encouragement could be made only to specific subject populations. Volunteer (n = 40) and randomly selected (n = 40) subjects were randomly assigned to either a verbal encouragement condition or to a control group with no verbal encouragement. Dependent variables were a tapping task and a leg lift task. It was predicted that volunteer subjects, due to their higher need for approval and greater desire to accommodate, would perform significantly better under the verbal encouragement condition than would the randomly selected subjects. Multivariate and univariate data analyses indicated that the prediction was supported on the tapping task (female subjects only) but not on the leg lift task. It was concluded, at least on certain tasks, that use of volunteer subjects may result in a selection bias × treatment interaction effect that could limit the generalizability of research results.  相似文献   

Specificity of a Maximal Step Exercise Test     

Lynn A. Darby Ph.D.  Jennifer L. Marsh M.Ed.  Patricia A. Shewokis Ph.D.  Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148

To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO₂) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min^?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO₂) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO₂. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min^?1) as compared to the TMT (193 ± 7.9 beats·min^?1). No significant difference was found for max VO₂ (42.9 ± 8.5, 41.2 ± 5.9 ml·kg^?1·min^?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO₂ from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min^?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min^?1 to obtain an intensity of step exercise comparable to that of running.  相似文献   

Computers for special education     

Roberta Wiener 《TechTrends》1990,35(4):18-22

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Tutor Versus Peer Group Assessment of Student Performance in a Simulation Training Exercise     

Kam‐Por Kwan  Roberta Wong Leung 《Assessment & Evaluation in Higher Education》1996,21(3):205-214

The performance of a group of third‐year higher diploma students from the Department of Hotel & Tourism in a simulation training exercise was assessed separately by the tutor and peer group, using an identical checklist. Ninety‐six pairs of tutor and peer group assessment marks were obtained and compared. Results showed that there was some degree of agreement between tutor and peer group markings, although the level of congruence was somewhat less than reported in earlier studies. However, when the tutor and peer group average marks were converted to grades, agreement was found in only 46.9% of the cases and the level of agreement between the two gradings was not statistically significant. Significant differences were also found in the variability of tutor and peer group markings. Furthermore, there were indications that peer group markings tended to be more stringent than tutor markings in the higher mark range, but relatively more lenient in the lower mark range. This trend was particularly obvious when the tutor and peer group marks were converted into grades. Implications of the findings are also discussed.  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

Presidential Reflections     

Roberta A. Davilla 《Communication Studies》2013,64(3):287-290

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Health Information Resource Database     

Roberta Bronson Fitzpatrick 《Medical reference services quarterly》2013,32(4):381-387

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A University-Museum Partnership for Teacher Education Field Experiences in Science     

Roberta Devun-Scherer 《Clearing house (Menasha, Wis.)》2013,86(5):248-250

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Song of Man     

Roberta M. Grahame 《The Educational forum》2013,77(3)

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